Skip to main content
Log in

A survey of pre-service primary teachers' experiences of science in schools

  • Published:
Research in Science Education Aims and scope Submit manuscript

Abstract

In 1990, a large proportion of third year primary trainee teachers at Victoria College had observed or taught very few or no science lessons during the first two years of their course. The students felt that a lack of content knowledge, a crowded school curriculum, and problems associated with managing resources and equipment, were the main factors contributing to the low level of science being taught in schools. By the end of their third year significantly more students had taught science than after the second year. There was also a change in approach to teaching science with more practical activities being included than previously. The science method unit taught to the students in the third year of their course contributed to this increase. The students considered the hands-on activities in class to have been the most effective aspect of the unit in their preparation for the teaching of primary science.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Baird, J.R. & Mitchell, I.J. (Eds) (1986).Improving the quality of teaching and learning: an Australian case study—the PEEL project. Melbourne: Monash University Printery.

    Google Scholar 

  • Biddulph, F., Osborne, R. & Freyberg, P. (1983). Investigating learning in science at the primary school level.Research in Science Education, 13, 223–231.

    Article  Google Scholar 

  • DEET [Department of Employment, Education and Training] (1989).Discipline review of teacher education in mathematics and science. Canberra: Australian Government Publishing Service.

    Google Scholar 

  • Northfield, J. (1988). School experience in preservice education: examining some assumptions.Research in Science Education, 18, 236–243.

    Article  Google Scholar 

  • Skamp, K. (1989). General Science knowledge and attitudes towards science and science teaching of pre-service primary teachers: Implications for pre-service units.Research in Science Education, 19, 257–267.

    Article  Google Scholar 

  • Tabachnick, B.R. & Zeichner, K.M. (1984). The impact of the student teaching experience on the development of teacher perspectives.Journal of Teacher Education, (Nov.–Dec.), 28–36.

  • Yates, S. & Goodrum, D. (1990). How confident are primary school teachers in teaching science.Research in Science Education 20, 300–305.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Additional information

Specializations: children's learning in science, primary teacher education.

Specializations: student understanding of biology, evaluation of formal and informal educational settings.

Specializations: gender, science and technology, environmental education.

Specializations: children's learning in science, language and science.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Grindrod, A., Klindworth, A., Martin, MD. et al. A survey of pre-service primary teachers' experiences of science in schools. Research in Science Education 21, 151–160 (1991). https://doi.org/10.1007/BF02360468

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF02360468

Keywords

Navigation